The Representation of Nationalism Values in Elt Textbook for the Tenth Grade of Senior High School

Abstract

The Representation of Nationalism Values in the ELT Textbook For The Tenth Grade of Senior High School: Content Analysis Study; Alkindi Hakam Harits Syah; 190210401080; 2026; 106 pages; English Education Study Program, Language and Arts Department, Faculty of Teacher Training and Education, University of Jember. This study examines one of the tenth-grade English textbooks prepared by the Indonesian Ministry of Education based on the 2021 Emancipated Curriculum. This research investigates the nationalism values in the textbook named “Bahasa Inggris Work in Progress” for the tenth grade of senior high school, specifically focusing on using the content analysis study by Ary et al. (2010) and Winarno & Muchtarom (2017) theory of the five main types of nationalism values. According to previous studies, there has been relatively little exploration of nationalism values in textbooks from an educational perspective. Many researchers have examined the implementation of nationalism values in higher education and literature review, but have not conducted research in textbooks to examine the values of nationalism, especially in Indonesian textbooks. This study used a content analysis method to analyze the data. The content analysis method was used as the theoretical framework. Ary et al. (2010) define content analysis as focusing on analyzing and interpreting recorded material to learn about human behavior. The material may be public records, textbooks, letters, films, tapes, diaries, themes, reports, or other documents. To conduct content analysis, there are three steps, according to Ary et al. (2010), these steps are: first step is organizing and familiarizing, second step is coding and reducing, and the last step is interpreting and representing. Winarno & Muchtarom (2017) thematic approach will be used in this research to analyze which type of nationalism values appear in the ELT textbook entitled Bahasa Inggris “Work in Progress”. The procedure to analyze the ELT Textbook to investigate five types of nationalism values by Winarno & Muchtarom (2017). The procedure investigates whether data gathered using one technique or instrument is consistent with data collected using another procedure or instrument. The researcher seeks support for his or her observations and conclusions from multiple data sources (Ary et al.,2010). The procedure includes analyzing visual artifacts in the target Textbook. There are five types of nationalism: (1) Religious/Theism Value, (2) Humanistic Value, (3) Unity Value, (4) Democratic Value, (5) Social Justice Value. This study uses the framework from Ary et al. (2010). The unity value (UV) was the dominant value presented in the textbook. There was a total of 28 data points that showed a unity value. Meanwhile, the humanistic value (HV) had a total of 8 data points. As for the social justice value (SV), there were a total of 2 data points. Next, the religious value (RV), with only one data point, and the democratic value (DV), also with only one data point, are presented in the textbook. Based on the result above, the ELT Textbook serves as an adequate medium for English Language Teaching, but its current framework for character education is unbalanced. The teacher teaches students not only from images but also from texts, and both according to the content that has been analyzed previously. Nationalism values contained in the Textbook can be understood easily because it is still compatible with the local culture and moral learning. Nevertheless, the textbook overwhelmingly emphasizes the Unity Value and severely marginalizes other fundamental values, specifically the Religious Value and the Democratic Value. Therefore, it can be concluded that the textbook relies too heavily on local cultural appreciation and lacks a comprehensive integration of the spiritual and democratic dimensions. By learning about a balanced set of Nationalism Values, hopefully the students will learn good attitudes and respect other societies as good citizens, so the atmosphere in the classroom runs peacefully, so that learning can run smoothly. For English teachers and researchers who are interested in conducting similar studies, this study suggests that textbook authors and publishers should include more Religious Value and Democratic Value because the textbook contains a lot of Unity Value. Religious Value and Democratic Value are not presented too much in the textbook. Therefore, it makes teaching about Religious Value and Democratic Value less focused than the content that contains Unity Value. Religious Value and Democratic Value are important things that are also included in the textbook more as teaching materials and reference materials for students in their daily actions and behaviors, based on the results that have been done in this study. This study's scope is for 10th-grade high school students; therefore, these findings cannot be generalized to other ELT textbooks. This analysis specifically focuses on the textual and visual representations of nationalist values, without examining their practical implementation.